few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Represent and solve problems involving addition and subtraction.

Gain familiarity with factors and multiples.

Work with equal groups of objects to gain foundations for multiplication.

Solve systems of equations.

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.

Write and interpret numerical expressions.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand and apply properties of operations and the relationship between addition and subtraction.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve equations and inequalities in one variable.

Generate and analyze patterns.

Rewrite rational expressions.

Analyze patterns and relationships.

Work with radicals and integer exponents.

Understand the connections between proportional relationships, lines, and linear equations.

Use properties of operations to generate equivalent expressions.

Perform arithmetic operations on polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

Add and subtract within 20.

Represent and solve equations and inequalities graphically.

Work with addition and subtraction equations.

Interpret the structure of expressions.

Write expressions in equivalent forms to solve problems.

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

Understand properties of multiplication and the relationship between multiplication and division.

Multiply and divide within 100.
problem_activity: Activity
In this activity, students practice making connections between different representations of the same situation. If desired, they can also identify and create any missing representations (this would require removing some cards from the sets you distribute). The practice will be helpful when students make connections between verbal and tabular representations in the associated Algebra 1 lesson. A matching task gives students opportunities to analyze representations, statements, and structures closely and make connections (MP7).
Launch
Arrange students in groups of 2. Distribute 1 set of slips from the blackline master to each group. (A complete set if students will only do the matching. A set that is missing a few cards if you would like for students to create some representations.)
Student Facing
Your teacher will give you a set of cards. Each card has either a verbal description, a table, or a graph. Find the three cards that represent the same situation. If one of the three representations for a situation is missing, use the blank cards to create that representation.
Student Response
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Activity Synthesis
Select groups to share their matches and how they determined which verbal descriptions, tables, and graphs were a match. Look for groups that created different representations for the missing ones. Attend to the language that students use to describe their matching representations, giving them opportunities to describe them more precisely.


correct_option_index: 22